Creating a Mentoring Programme for Sport: A Comprehensive Guide
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© The National Coaching Foundation, 2013
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This resource is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, no part of this publication can be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to Coachwise Ltd. sports coach UK is the brand name of The National Coaching Foundation and has been such since April 2001. Author Kurt Lindley
Coachwise editorial and design team Chris Stanners and Saima Nazir
Cover photos © Alan Edwards, Coachwise/SWpix and Steven Paston/Action Images Limited Inner photos © Coachwise/SWpix unless otherwise stated.
sports coach UK would like to thank the following individuals for their insightful contribution to the development of this resource:
Sam Abrey, Nicola Beattie, Lee Booth, Sarah Cohen, Patsy Colvin, Michelle Dent, Pete Forster, Ian Grange, Rachel Hooper, Andrew Miles, Christine Nash, Jo Schultz, David Smyth (and colleagues) and David Turner. Published on behalf of sports coach UK by
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Throughout this resource, the pronouns he, she, him, her and so on are interchangeable and intended to be inclusive of both males and females.
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Contents Introduction
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Mentoring – An Overview
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Background The mentor The mentoring relationship Mentoring models
Programme Design and Development -
Start with the need Feasibility assessment Planning for success Road map planning
Management and Coordination -
Structure and infrastructure Who does what Policies and procedures Insurance
Operation and Implementation -
Mentee recruitment Mentee orientation Mentor recruitment Mentor selection and screening
Training and Programme Delivery -
Mentor orientation and training Pairing mentees and mentors Establishing the relationships Ongoing contact and support
Monitoring and Evaluation -
Monitoring the programme and relationships Evaluation strategy Demonstrating impact Improvement planning
Appendix A – Road Map Planning -
Clarifying the purpose Activities, outputs and resources
7 9 9 12
15 15 16 17 17
19 19 19 21 24
27 27 29 29 32
35 35 37 38 39
41 41 42 47 48
49 49 51
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Section 1
Introduction This guide has been developed to help you design, set up and implement a mentoring programme suited to the coaching needs of your context (eg governing body of sport, county sports partnership [CSP], local coaching network, club environment). It has been developed in collaboration with a variety of professionals and practitioners in the area of mentoring and contains practical guidance to get your programme up and running. It contains best-practice information, practical tips, prompt questions and sample material that you can adapt to your context. All examples have been drawn from successful mentoring programmes and will support the development of a programme or enhance your existing programme to ensure safe and effective practice and positive outcomes.
Why embark on a mentoring programme?
Interest in mentoring has grown over time as we recognise the benefits it brings. Mentoring really is something that can benefit everyone. As well as helping the mentee develop and advance, the mentor can gain extra skills and understanding from the partnership. In addition, your organisation can benefit from improved retention of a dynamic workforce Benefits of being a mentee • •
Gain practical advice, encouragement and support. Learn from the experiences of others.
• • •
Become more resourceful and able to cope with critical incidents. Become more empowered to make decisions. Develop social confidence, communication and personal skills.
Benefits of being a mentor • • • • •
Develop leadership and management qualities. Increase confidence and motivation. Engage in a volunteering opportunity, valued by others. Benefit from a sense of fulfilment and personal growth. Satisfaction in being able to contribute to someone else’s growth.
Benefits of mentoring to an organisation • •
Enhanced transfer of skills leading to productivity gains.
Increased on-the-job learning that reduces off-the-job training costs.
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• •
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•
Better communication, commitment and motivation.
Group mentoring
A cost-effective method to enhance people development.
A stabilising factor in times of change and better management of ‘talent’.
The format this mentoring takes can vary and will depend on the size of your programme, the resources available and the context within which you are working (eg paid versus voluntary, local versus national, within sport versus cross-sport). A few formats are described below: One-to-one mentoring
This is the most common form of mentoring, where mentors and mentees are paired, often matched based on a variety of similar characteristics. People often prefer this type of approach because it allows the mentor and mentee to develop a personal relationship and provides individual support for the mentee. However, the availability of mentors is often a limitation. Resource-based mentoring
Within this approach, mentors agree to add their names to a list of available mentors from which a mentee may choose. It is the responsibility of the mentee to initiate the process by asking one of the volunteer mentors for assistance. This approach has its drawbacks as, often, mentees do not initiate contact so relationships are slow to develop.
Here, the mentor will work with a small group of 4–6 mentees at one time. The group meets regularly, perhaps once or twice a month, to discuss mutual topics. The mentor and the peers help one another learn and develop appropriate skills and knowledge. However, this approach is time-intensive for the mentor, and providing individualised support to mentees can be difficult. Also, scheduling meetings where all are present is challenging. Peer mentoring
Peer mentoring matches like-minded mentees in a one-on-one relationship to provide guidance and support for each other. Through this relationship, peers provide advice and support and serve as role models for each other. Challenges with this approach can be a lack of direction for conversations as peers lack the skills to focus their development. Mentoring programmes need to be carefully designed and well run to provide positive influences. Remember, one size does not fit all, and you should tailor your programme to individual needs. Where will your mentoring programme fit? Will it be a stand-alone project and operate in its own right to support the achievement of specific outcomes, or is it part of a wider coach/volunteer agenda (linking in with volunteer work or officials initiatives)? Two examples are provided here.
Governing body of sport workshops Identify mentors to work with governing bodies of sport
Deliver ‘A Guide to Mentoring Sports Coaches’ workshop
Conference: 14 July 2012 EIS Sheffield Include mentor: mentee speed dating
1 August 2012 mentor:mentee planning session
Coaching workshops
Community of practice
18 June 2012, EISS
Identify mentees via open recruitment process Expression of interest form
Through signposting to local disability clubs
Coach tracking over six-month period Social and feedback October 2012
Identify good practice and coach requirements Regular contact with South Yorkshire Sport (SYS)
Review: Inclusive of coach learning 21 February 6–9pm EISS
Key points of learning written up and disseminated
Figure 1: Stand-alone initiative – South Yorkshire Sport Disability Coaching Programme
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Volunteer support including workshops and training
Coach support Sport Makers Coach Support including workshops and training, Qualifications etc
Event Volunteer Team (eg UK School Games)
Sport-specific Activator Programmes
Mentor Support including focused training and development
Support Coaches in Clubs
Lead Coaches in Clubs and Schools
Linked initiatives Future Mentors/Champions
Figure 2: Integrated initiative
A case example from Sport NI Pre-programme Planning
At this stage, the simple sequence of thinking and decision making can be summarised as: The OUTCOME What do we need/ want to achieve?
The JUSTIFICATION Why is this outcome the current priority?
The WORKFORCE Who will be involved (coaches, mentors, programme managers)? Is reward/recognition needed?
The FORMAT How will the programme be structured?
The TIME FRAMES When will the programme start, finish and be reviewed?
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The outcome
The first question to be asked should be ‘What do we need?’
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The first answer to be found should be ‘What do we want it to achieve?’ Many mentoring programmes start out with the well-meaning but vague aim of ‘helping the coaches improve’. Experience suggests that the sharper the focus of the mentoring programme, the clearer those involved are likely to be regarding their role and, in turn, success will be more easily evaluated. The justification
The decision to implement a programme should be based on a robust audit of your coaching development infrastructure and where the greatest need lies or the greatest impact may be. This really demands an evidence-based and needs-led decision rather than a few people simply having a meeting and deciding what they think is best for their coaches. The workforce
The focus of your programme will inform the decision regarding which coaches and mentors will be invited to participate in the programme, as well as who may be best-placed to manage the overall programme. You will make decisions about how to set up and run your mentoring programme based on your own infrastructure and resources available.
Regarding payments or other incentives being offered to the people involved, mentors have generally been offered some type of reward, financial or otherwise (eg match/event tickets, sports clothing/equipment or free professional development opportunities, expenses). When deciding on the specific policy on payment for mentors, the general options to consider are: •
• •
•
payment of a nominal sum to cover expenses and duties, paid on completion of any specified duties (eg a certain number of mentoring meetings and/or the submission of a mentoring record) expenses only to be paid as appropriate on receipt of mileage or other claims
no direct payment but recognition of the mentor’s work via other incentives – this may sit more easily with some sports (eg sports clothing/equipment or tickets for events) no payment but increasing the perceived value of the role through publicising the benefits of becoming a mentor, resulting in people striving to be one of this perceived high status or elite workforce.
The format
Having decided on the outcome, rationale and people involved, the format and structure of the programme need to be considered. Key considerations when planning the structure and timing are: • • • • • • •
the coaching season – this informs when to start, review and conclude the programme the matching of mentors and coaches (eg skills-led or geographical?)
the ratio of mentors to coaches – how many coaches can/should be allocated to one mentor what training and orientation will be needed and how best to structure this suggested frequency and/or number of mentoring interventions
degree of emphasis to be placed on face-to-face meetings, direct observation and feedback on coaching practice ongoing support and communication to check progress.
The time frame
The time frame over which your programme will operate will vary. This will ultimately depend on things like funding, season length and level of support available to the project on an ongoing basis. An example of how a programme may be structured is set out on the next page:
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November 2010 Workshop involving: key staff from Sport NI; sports coach UK; Hutton Park Consulting; selected coaches and programme managers (all full-time paid employees) from the governing bodies and 1:1 meeting between programme manager and consultant to discuss specific context and issues (mentors had not been appointed at this stage)
Field-based mentoring
January 2011 Workshop involving: key staff from Sport NI; sports coach UK; Hutton Park Consulting; selected coaches; mentors and programme managers from the governing bodies
April 2011 Planning/review meeting involving: key staff from Sport NI; sports coach UK; Hutton Park Consulting; selected coaches; mentors and programme managers from the governing bodies
July and August 2011 Distribution of mid-term online review survey to: coaches; mentors and programme managers
November 2011 Review meeting involving: key staff from Sport NI; Hutton Park Consulting and programme managers
December 2011 Review meeting involving: key staff from Sport NI; Hutton Park Consulting; coaches; mentors and programme managers
• Clarify the aim. • Get to know each other. • Discuss existing knowledge and views about mentoring. • Identify key principles, issues and processes related to mentoring project and programme. • Undertake a training needs analysis (TNA) and draft a Personal Development Plan (PDP) – only for coaches.
• • • •
The specifics of the programme. Agreed ways of working. Key skills needed within a mentoring programme. Coaches and mentors practising these skills while working together.
• Discuss generic development needs. • Identify initial implementation challenges and discuss solutions. • Agree next steps and process for reviewing progress.
• Obtain feedback from coaches and mentors. • Evaluate programme to date. • Contribute to mid-term review and thoughts on next steps.
• Review results from survey as a group. • Identify common issues and learning. • Conduct 1:1 meetings between consultant and project managers to focus on specifics of each programme and explore options to develop further.
• Summarise work to date and examine results from survey. • Elicit any additional comments since survey. • Summarise key issues from review session with programme managers. • Identify key learning points. • Make recommendations for future development.
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Reviewing the Programme
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Examine and Assess
your programme on an ongoing basis
Apply
Address
Disseminate
Continually Improve
key lessons learnt by adjusting your programme as appropriate
the information needs of your organisation and other stakeholders
evaluation outcomes and lessons learnt with all key stakeholders
the effectiveness and quality of your programme.
It is simply too late to leave all reviewing and evaluating until the end of your programme because you run the risk of finding out things you should have been doing too late. Interim review points provide opportunities for reflecting in action. The nature, purpose and structure of your mentoring programme will be specific to your identified needs, but the general principles and
processes set out in this case example should have stimulated some useful ideas and at least help set you out in the right direction. Information from Sport NI (2012) Planning and Managing a Mentoring Programme in Sport: A guide based on a pilot project with sports coaches in Northern Ireland. Leeds: Coachwise Ltd/Sport NI.
Top tips
Starting up a mentoring programme from scratch takes a lot of work and requires a significant amount of resources, in terms of both time and money. The first thing you will need to do is get organised and consider what you want from the programme (what your intended outcomes are). Start by writing out your initial thoughts to the following questions: 1
Who are the mentees you want to serve?
3
Who are the mentors you will recruit?
2 4 5 6 7 8
What impacts on their coaching do you/they want the programme to have? How will you quality assure and train the mentors? Where will the mentoring take place?
What resources (time, money, staffing) do you need?
What existing programmes already serve or could potentially serve this population? Who will assist you in developing the mentoring programme?
This guide will develop the outline thoughts you have identified here.
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Section 2
Mentoring – an Overview Here, we consider some the elements of a successful mentoring programme, along with definitions (or not as the case may be). A core purpose of this section is to uncover the role of the mentor, who they are and what they do, as well as highlight what coaches consider to be the ideal sports coach mentor. This leads us nicely into the basis for building positive relationships between mentor and mentee and how this may be established through rapport building. We conclude with a look at some models for mentoring. Background
Mentoring is a complex and dynamic phenomenon. The term is used extensively within a variety of sectors to describe a process for the personal and professional development of individuals. Education, nursing and the business community all report widespread use of mentoring within their workforce for these purposes. Despite its widespread use, there is little consensus among professions as to its conceptual definition, purpose and process. However, those responsible for the education and training of sports coaches are increasingly looking to adopt mentoring as a means of coach development.
Defining mentoring
Although many people in various fields agree on its value, mentoring in coaching, as in other areas, seems to lack a clear definition, with some concluding that it
means different things to different people at different levels. This ambiguity isn’t helped by the belief of some that mentoring should be described in terms of the person (mentor) and their characteristics (knowledge, attributes, skills, experience), while others choose to describe it in terms of the relationship and the bond between mentee and mentor. Despite this, mentoring is gaining acceptance as a means of developing high quality practitioners, with a number of UK Coaching Certificate (UKCC) endorsed qualifications now referring to mentoring as a means of assisting coach development. There is considerable debate across sectors regarding what a mentor is and what they do. It is not our intention to provide a single definition here. However, we have described some of the recurring attributes associated with mentors.
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Typically, research literature states that mentoring is an ongoing, prolonged process that includes regular interaction between the mentor and mentee (eg face-to-face contact, email, phone, session observations, workshops and networking). It is recognised as offering both structured and unstructured support for coach learning and is the most visible example of a practice where formal and informal learning meet. Among the many definitions, a common emphasis appears to be placed on the guiding function, and most include verbs like support, advise, nurture and facilitate. Mentoring is therefore seen as doing
something with the mentee, nurturing and supporting learning, and it is an investment in the total personal growth of the individual.
Successful mentoring programmes The most effective mentoring programmes exist within organisations that have given mature consideration to the reasons for employing mentoring. It seems the successful programmes possess a number of key elements. Central to their success is a single coordinating body with responsibility for the areas in the diagram below.
The recruitment, training and deployment of mentors/mentees Some reward system for the mentor and mentee
Maintaining an element of structure/ communication (over an extended period)
The management process as a whole
Successful mentoring programmes
Clear goals and outcomes
The establishment of clear roles and responsibilities
Facilitating the matching of mentors with mentees
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The mentor
Mentors are most effective when they are fully aware of the role they are required to fulfil. Whether this is to support personal or professional growth, there is a real need for mentors to have their role clearly defined. More importantly, the mentee must share the interpretation of this role. The mentor’s primary function is that of a transitional figure, supporting the mentee through difficult periods, eliciting positive change in knowledge, work or thinking. In such a model, the mentor questions the mentee to stimulate reflection and plays a critical role in creating a safe environment where mistakes can be made and learning can occur.
So what is a mentor?
Descriptive statements regarding what a mentor is include: • • • •
the provider of opportunity not normally extended to coaches
the supplier of insider information, privileged and generally not known to others a challenger who evokes reflection and deeper thinking a believer in potential.
The mentor’s remit within some contexts may extend to: • • • • •
exploring the personal views and related anxieties of the individual in a new role
assisting with integrating the mentee into their coaching environment
providing guidance in relation to where helpful resources can be accessed assisting with the preparation and delivery of role-based tasks guiding practice and indicating appropriate, alternative strategies within a supportive framework.
Mentoring is also an instrument of socialisation wherein mentors control the gates to social learning. Being introduced to existing communities of practising coaches provides mentees with a valuable insight into the dos and don’ts of their profession.
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The coach’s view of mentors
Coaches value this form of support if they see mentors as credible and willing to allow information exchange. Previous research1 has found that coaches have the following expectations of mentors: The ‘ideal’ sports coach mentor is expected to have: •
good sport-specific technical knowledge
•
credibility, through qualifications and/or experience in coaching and mentoring
• • • • •
good knowledge of the coaching process
good communication skills, particularly questioning and listening
good interpersonal skills, particularly openness, approachability, support and empathy (emotional intelligence)
the ability to guide mentees in their learning and facilitate self-actualisation (help them achieve what they truly want in life) a professional approach to mentoring.
It is important to note that a coach’s expectations change over time. As they become more experienced, the support they require and look for changes. There is often a move away from sport-specific technical information and the need for feedback on coaching performance toward a need for more sport science and coaching process knowledge, as well as readiness to be challenged and encouraged to reflect.
The mentoring relationship
Whether the most successful mentoring relationships are those that are naturally occurring, self-selecting or formally allocated is still up for debate. What is clear is that each and every mentor:mentee relationship is unique. Seen as a helping relationship, it involves the ability and desire to understand a person’s meaning and feelings (their situational context) without being overly emotionally involved. To be effective, relationships should be holistic in that they emphasise both positive growth and development of the individual as a coach and person. Basic ingredients such as respect, empathy, honesty, acceptance, responsiveness, cooperation and positive regard are all cited as important. The emphasis within the relationship is placed on listening, questioning and enabling, as opposed to telling and directing.
Institute for Vocational and Exercise and Sport Training (2007) Evidencing the Development of Sport Coach Mentoring Training, Qualification and Deployment. Cardiff: Cardiff School of Sport.
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An ideal mentoring relationship is considered to be a reciprocal one in which both parties gain in some way from the experience. Therefore, a positive mentoring relationship can be characterised by: • • •
• •
mutual respect – reciprocal value for knowledge, expertise and interpersonal skills (how they deal with people and situations)
mutual trust – a sense of safety and an environment within which shortcomings can be shared without judgement; a faith, confidence and belief in each other reciprocity – of learning and investment in the relationship
care and concern – directed towards personal and professional development.
The relationship process
Mentoring can be viewed as a process, consisting of a series of interactions from which coaches can expect to gain new skills and knowledge, and feedback on performance. This process is a transitional phenomenon that varies in intensity and depth as it evolves over time, consisting of three features: initiation; transition; and ending. •
•
•
Initiation – This generally occurs when the mentee is in a new, challenging position or during a significant shift in their development. The impetus to engage in a mentoring exchange often occurs naturally when a mentee and an expert (mentor) are inadvertently drawn together, usually as a result of some mutual interest or goal. Transition – As the mentorship develops, there appears to be a shift whereby the mentee gains a better sense of capability (confidence and self-belief) and is able to engage in/contribute to the process more actively. This transformational shift sees the mentee give back to the relationship, and reciprocal learning occurs. Ending – Ideally, the mentorship only ends when neither mentee nor mentor has a need for it to continue. The established nature and structure of their relationship is substantially changed, either by increasing physical or psychological distance.
It should be noted that these stages don’t always arrive in a logical, clean sequence.
© Alan Edwards
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sharing – of ideas, knowledge, expertise, resources, beliefs and values
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Building relationships
Building rapport and understanding is at the heart of developing a good working relationship between mentor and mentee. Relevant knowledge, understanding and skills will certainly go a long way to help, but you will also need to demonstrate a real commitment to the process through behaviour that reflects your genuine interest and values. Hildebrand (2007)2 identified four areas that contribute to building rapport between a mentee and mentor: 1 Commonalities
2 Connectivity
3 Communication
4 Collaboration
Shared ideas, traits and interests will develop a relationship on a common, shared foundation. Finding these commonalities will involve sharing and communication.
Developing rapport through communication is not simply the words you use. It involves body language, gestures and eye contact.
Once sharing has taken place and commonalities have been discovered, a connection will be made.
You must develop shared approaches to the structure, outcomes and approach to your relationship.
Figure 2: The 4Cs for building rapport
We recognise that relationships do not develop overnight and will take time to cultivate. Powell (1998)3 suggests there are five levels or stages to developing truly effective communication. These are rituals and clichés, facts and information, ideas and judgements, feelings and emotions, and peak rapport.
Increased Risk
Decreased Risk
2
Peak Rapport
Communication is intuitive.You feel safe to reveal your unique needs.
5
Feelings and Emotions
This usually occurs when people do not worry about convention.You feel safe to share deeper emotions.
4
Ideas and Judgements
People express themselves in terms of concerns, expectations goals and desires.
3
Facts and Information
Little personal information is revealed and relates to factual information, which requires no depth in thinking.
2
Rituals and Clichés
Rote patterns of speaking. Typical, habitual questions with no real genuine intent.
1
Figure 3: Levels of communication (adapted from Powell, 1998)
Hildebrand, S.D. (2007) ‘Building solid work relationships: developing rapport with co-workers’, http://deborah-s-hildebrand.suite101.com/ building-solid-work-relationships-a33852 3 Powell, J. (1998) Why Am I Afraid to Tell You Who I Am? Resources for Christian Living. ISBN: 978-0-883473-23-8.
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Figure 3 identifies a natural progression for communication – beginning at levels 1 and 2, the ‘safe’ levels, where communication is generally safe and non-judgemental until a relationship is sufficiently developed to allow people to move to the highest levels.
Mentoring models
The role the mentor plays within your programme will differ depending on the purpose of the intervention, the structure/formality of the programme and the type of relationship you would like to encourage. This underlines the flexibility of mentoring and acknowledges that it can be utilised in different ways within different contexts/environments.
Mentor-led
Responsive
Facilitated Interactive
Degree of Structure
Informal
Coach-led
Leadership of Process
2
To make progress means taking a risk. Sound communication at these levels is imperative to developing meaningful and effective conversations at levels 3, 4 and 5. It is therefore essential that the communication process encourages a climate of trust, confidence and a sense of support for taking risks. Using inappropriate question types in the early stages may impair the development of a positive relationship.
Supervisory Directive
Early Stages
Limited
Stage of Mentoring Relationship
Level of Coach Experience
Well Established
Experienced
Figure 4: Mentoring models
(adapted from Institute for Vocational Exercise and Sport Training, 20074)
Purpose 1
2
The Apprenticeship Model assumes that the optimum way to learn is to emulate someone with experience. The mentor’s role is to provide a model for imitation. Criticism of this model includes the assumption that the mentor models perfect practice, and it presupposes that the mentor is an infallible expert. Also, creativity and innovation may be stifled by encouraging mentees to directly imitate their mentor. An additional drawback to this approach is that it does not make provision for experimentation or original thought. The Competency Model is based on an assumption that learning to coach is about acquiring a specific set of competencies. Two elements exist within this model: • Firstly, a performance approach assumes that competence is based on a series of behavioural skills. • Secondly, a cognitive approach assumes that competence involves knowledge and judgement, as well as practical skills.
For this approach to be truly effective, a complete analysis of the skills and knowledge required to perform as a coach is needed. However, this raises the question of whether coaching can be broken down into such 4
Institute for Vocational and Exercise and Sport Training (2007) Evidencing the Development of Sport Coach Mentoring Training, Qualification and Deployment. Cardiff: Cardiff School of Sport.
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discrete tasks or proficiencies and whether this will include the tacit knowledge that underpins the role. 3
The Reflective Practitioner Model is based on the premise that mentees learn best when they self-reflect and critique their own performance. This is typically done through structured questioning and is considered a valuable way for individuals to analyse and evaluate practical experience, enabling them to subsequently learn from it. The role of the mentor in this model is to question the mentee in such a way as to stimulate reflection. However, this model is not generally liked by mentees because of its demanding nature. Inexperienced mentees don’t seem to like this approach because they have to work and are not just given the answers.
Relationship
Young et al. (2005)6 identified three relatively distinct but general patterns in the fundamental nature of the relationships between mentors and their mentees: 1
Structure
Marshall (2001)5 identified three mentoring models with regard to structure: supervisory (formal); informal; and facilitated. Each format falls along a continuum, from those that are very short term and informal to highly structured, long-term partnerships. 1
2
3
5 6
Supervisory or formal mentoring usually takes place in a work environment and is considered to be a function of a supervisor’s duties. This form of mentoring predominantly relies on the ability of the supervisor to communicate knowledge about the job. This model could be problematic in that there is an element of line-management responsibilities within this relationship.
In contrast, informal mentoring is based on the natural pairing of two individuals, characteristically based on some form of mutual chemistry and trust, and typically initiated by the mentee. They would typically select an individual who they felt could assist them in their development and work with them accordingly.
Facilitated mentoring attempts to replicate and build on the benefits of informal mentoring. This model is typically based around a more structured design incorporating a strategically planned mentoring programme, facilitated matching, developmental training, a no-fault termination culture, a formalised career development plan and a programme coordinator whose primary roles are to implement the programme, match the pairs and monitor progress and evaluate.
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2
3
Directive – The directive mentor takes charge, sets the agenda, has a clear expectation for mentee performance and seeks, through a variety of means, to guide the mentee and encourage corrective action. At the extreme, the directive mentor models specific teaching strategies and behaviours with the firm expectation that the mentee will emulate them. Feedback takes the form of strong recommendations or directives, not suggestions or possibilities for consideration. The directive mentor assumes a role of master teacher, guide and sometimes coach. This type of mentoring model is referred to as hierarchical and is most appropriate early on in a mentoring relationship, especially if the mentee is a novice in making use of supervision. Interactive – In the purest form of this relationship, the interactive mentor seeks a rough relational parity (equality between the mentor and mentee), characterised by open conversation on issues of mutual concern, with the mentor acting as a friend, colleague and trusted adviser. Relationships exist only when the mentor and mentee recognise each other in some sense as peers, that each brings to the relationship distinctive and valuable contributions. The agenda is jointly formed and adjusted in response to the interests and desires of either mentor or mentee. This form of relationship is most appropriate for the more experienced mentee and as the mentoring relationship becomes established. Responsive – At the extreme, the responsive mentor looks almost exclusively to their mentee for guidance and direction. The mentee sets the agenda by posing questions or presenting problems and concerns for the mentor’s consideration. The object here is to create conditions within which mentees can exercise full control over the relationship using reflection, empathy and peer-to-peer questioning in order to generate answers to problems.
In practice, effective mentors will move appropriately between the models in relation to purpose, structure and relationship in response to the mentee’s needs. Mentors will develop their own unique style, playing to their strengths and adapting their approach according to the circumstances of mentees.
Marshall, D. (2001) ‘Mentoring as a developmental tool for women coaches’, Canadian Journal for Women in Coaching, 2 (2): 1–10. Young, J.R., Bullough, R.V. Jr, Draper, R.J., Smith, L.K. and Erickson, L.B. (2005). ‘Novice teacher growth and personal models of mentoring: choosing compassion over inquiry’, Mentoring and Tutoring, 13 (2) 169–188.
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Section 3
Programme Design and Development This section is very much about getting your programme off the ground. Key to this is starting with the need – what do coaches need? Sometimes, this is obvious and quite straightforward. However, sometimes, what you think is needed may not be the case. It is important that you consult with those you intend to support so we have provided some prompt questions to guide you. The remainder of this section is geared toward planning for success, looking at feasibility, business proposals and road map planning. Start with the need
This section is intended to help you with the set up, management, implementation and evaluation of your mentoring programme.
Identify need
What is the problem you are trying to solve?
Refine service
Project demand
Check feasibility
What do mentees need?
What is the demand (consult)?
Consider workforce, format and time frame.
Figure 5: Key phases in programme design and development
Build business case
Plan for delivery.
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Your decision to set up a mentoring programme will no doubt stem from the belief that a need exists. Before you begin, you will need to verify if this is actually the case. The first part of programme design is to ask the questions: ‘What evidence exists to support the creation of a mentoring programme?’ and ‘Is mentoring the answer?’ It may help to narrow down the possible options regarding the service you wish to offer by answering the following questions before going further: • •
• •
What geographical area is to be covered by the programme (local, regional, national)?
What type of coach support services do you intend to offer (coach education, training, supported practice, focused mentoring, how often, for how long)?
Who is your target audience that would benefit from this? What support exists for the implementation of a mentoring programme from within your organisation, including resources available (both financial and human)?
Estimating demand
If you haven’t already, take a look at the initial questions posed within the introduction (page 6). Once you have considered these and answered the basic questions above, it is time to get out into your coaching community to investigate their needs. You are looking not only for the challenges and problems facing coaches, but also the existing support/services available to them. These may be provided nationally or on a more localised level, through governing bodies of sport, CSPs, charitable organisations, educational institutions etc.
By comparing their needs with the services currently being provided, you will be able to determine the gap in provision that your programme could/should address. This needs assessment will give you the ‘big picture’ of what is happening in your coaching community and help focus the role you and your organisation might play. You may actually find that good support systems already exist and what is missing is the connection between those in need (the coaches) and those who provide the service!
Consulting
In your assessment of need, you should include input from as much of the coaching community and surrounding infrastructure as possible, including athletes, coaches, clubs, committee members, and current and prospective mentors, along with other specific agencies (eg disability groups, volunteer organisations and governing bodies of sport).This consultation process may take the form of questionnaires, interviews and/or focus groups.
Below are some example questions you could ask via one of these methods. • • • • • • •
• •
What do you believe mentoring to be?
If we were to develop and implement a formal mentoring programme, how do you believe you would benefit? What do you think the impact of mentoring can be? Would you participate as a mentee? Are you available to be a mentor?
What specific knowledge, skills and abilities would you look for in a mentor and/or mentee?
Do you already have access to mentors? If so, please describe how this mentoring programme works and any benefits you get from being involved. What kinds of activities would you like to see as part of a mentoring programme? Do you utilise other career development activities provided (eg workshops)? If so, please describe what these are and how you have benefited from them.
It is important to be clear about the nature of the service you would like to offer, and conducting a consultation event with those who will access the service is a great way to do this. It will help you refine the outcomes you wish to achieve, along with the specific needs and characteristics of the target group you will work with.
Feasibility assessment
Using the responses you receive from your consultation exercise, you can begin to undertake a feasibility assessment. Some prompt questions to help you determine the feasibility of the programme are provided below. What type of support do your coaches want/need? What barriers exist to the programme and how do you intend to overcome them? Does anyone in your area provide a similar service? How will you attract mentors and mentees?
Do you have the capability and capacity to deliver the service your coaches require?
What do you expect the demand for your service to be (eg number of coaches using the programme per year)? What will the service cost you and your mentors/mentees?
What are your timescales for this project?
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If your feasibility assessment is favourable, the next step is to develop a business plan. This will help you manage and oversee the programme’s activities and outcomes. It can also help to provide a basis for securing funding.
Example contents of a business plan
A business plan should include the findings of the feasibility assessment, a project plan/timeline with key milestones, and the programme description, along with the following: • • • • • • • • • • • • • • •
executive summary
goal(s) of the mentoring programme (aims and objectives)
success factors and desired outcomes target population
duration of the programme
benefits to mentors and mentees
benefits to the organisation (eg increased morale, transfer of knowledge)
how the organisation plans to market the programme and recruit mentors and mentees budgets, including staffing costs (income and expenditure) mentee/mentor matching process outline of the orientation session
types of materials provided to mentors, mentees and supervisors
potential mentoring and career development activities (eg training)
management structure (staff requirements and decision making) process for monitoring and evaluating the mentoring process.
Planning for success
One of the major reasons for programme failure is lack of preparation. Do not neglect the planning process because you want to get the project up and running in the shortest time possible. Experience tells us that setting up a mentoring programme is
Need
The problem(s) your programme will address
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rarely a quick process, and the success of a programme relies on the time spent on preparation. By identifying who owns the plan, it will be evident who will be held accountable and who is in place to make the vital decisions at each stage of the programme’s development. It is also extremely important to identify whose support is required for the programme to proceed. Without their support, it may never go beyond the planning stage. Use this exercise to identify and record the names of all those relevant to the design and delivery of the plan – who needs to be involved and for what reason.
Who initiated the plan?
(Idea generator)
Who is the project sponsor? (This person will often be the budget holder and decision maker.)
(Budget holder)
Who needs to be influenced if the plan is to be successful? (Consider your executive management team.)
(Executive management team)
(Project/ Who owns the design and programme delivery of the plan? (This is often the operational team that coordinator) will manage implementation.)
(External training Which stakeholders need to providers, understand their part in/contribution to the delivery of mentors etc) the plan? (These may be both internal and external people.)
Road map planning
Creating a road map for your mentoring programme can act as a framework for delivery, evaluation and future improvement. This road map will set the direction but can and should be modified as circumstances change and experiences dictate. This approach to planning uses a systematic process to describe the sequence of events that starts with your need and leads to the achievement of your programme outcomes. A simple example of this process is depicted below.
Resources/ inputs
Activities
Outputs
Intermediate outcomes (1–5 years)
Impact/ long-term outcomes
Programme ingredients, such as funds, staff, volunteers, partners
Specific activities and services the programme will provide
Specific evidence of services provided (numbers)
Positive changes that will take place as a result of services
Lasting and significant results of your programme over the long term
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When building your road map, it is often helpful to tackle each element in the following order: 1
3
2 3
4 5
What is the problem you are trying to solve? (What is the current situation that you intend to impact on?) What will success look like? (What is the desired outcome/behaviour change?)
What knowledge, skills or experiences do people need before behaviour change may occur? (Therefore, what activities/services do you need to deliver/provide?)
Be sure that your road map is as specific as possible when it comes to the types of activities planned, evidence of services provided and the outcomes you expect to achieve. A road map that includes the necessary detail will help you to develop a thorough project plan and drive the evaluation process because the items you need to evaluate and their measures are already identified. For detailed guidance on this approach to project planning, take a look at Appendix A.
How much activity is enough to promote change? (What outputs are you looking for?) Finally, what resources will be required to deliver/undertake activities (money, time, equipment, facilities)?
© sports coach UK
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Management and Coordination
© Alan Edwards
Section 4
In this section, we will look to define the roles and responsibilities of the key individuals/departments involved in your programme, to ensure the infrastructure you have in place is fit for purpose. In addition, a variety of policies and procedures intended to safeguard you, your mentors and mentees are outlined. These policies may be adopted from existing organisational ones or developed specifically for this programme. We close by identifying some of the insurance considerations you may need to be aware of. Structure and infrastructure
No doubt there will be a range of reporting and accountability requirements placed on your project, and you will probably be required to utilise the structure and processes advocated by your funding providers or management team. To ensure you have the best opportunity for success, it is important you recognise this and consider how this may affect the following elements: •
management structure
•
decision making
• • • •
accountability funding
aims and objectives
roles and responsibilities.
Who does what
This can vary greatly depending on the size of your organisation and the type of mentoring or coach support service you intend to offer. However, the roles and responsibilities for most activities/tasks within successful programmes will fall within the following four areas: •
project sponsor
•
programme coordinator
• •
project management committee programme improvement group.
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Project sponsor (eg finance director)
4 Project management committee (eg project coordinator plus two or more stakeholders)
Programme coordinator (eg allocated role)
Programme improvement group (eg focus group of stakeholders)
It may well be that the above functions are performed by only one or two people if it is a small programme or capacity within your organisation is constrained. Do not assume that four separate people/groups are needed to carry out the roles. However, there is a lot of work here for only a few people to do!
•
•
•
•
project set-up:
– working with stakeholders to assess the need for the project and building a business case – setting specific objectives against which the programme will be measured project awareness:
– promotion of the programme both internally and externally – developing a positive level of interest and support for the project from stakeholders
staff recruitment (these may be volunteer posts):
– employing/allocating a programme coordinator to oversee the project delivery
accountability:
– establishing a ‘management team’ to sign off the programme milestones – responsible for the overall governance of the project.
Project sponsor
This person will often be the budget holder and decision maker, accountable to stakeholders for the budget and overall success of the programme. Their roles and responsibilities often include the following:
– supporting the recruitment of support staff, including mentors
Project management committee
Responsibility for overseeing the project may be handed over to a ‘management team’ brought together by the project sponsor. This group exists to represent your interests (and those of the service you provide), as well as mentees and mentors. It provides strategic direction and ensures the programme is managed according to its intended outcomes. However, the management team does not become involved in the day-to-day activities. A comprehensive committee/group may consist of the following individuals: •
trustees, board members, committee members
•
service users (mentee)
• • • •
core delivery staff (programme coordinator) skilled practitioners (mentor)
partner organisations (eg training providers) consultant advisers (experts in the field).
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However, this group may be as small as three people – the programme coordinator, an experienced mentor and a mentee. While small can be good and often more responsive to change/decision making, we would not recommend that this role become the responsibility of one individual.
Programme coordinator
Most successful mentoring programmes are managed by a designated member of staff who has a proportion of their time ring-fenced specifically for this work. They have responsibility for the operational day-to-day delivery of the project in line with the project objectives. This is a crucial role and involves: • • • • • • • • • • • •
implementing the goals and objectives of the project managing, developing and coordinating the project
developing and working within the budget over time, keeping full financial records
working with third party consultants and training providers, where required marketing the programme
identifying suitable mentors and mentees for the programme
Programme improvement group
You may find it helpful to establish an informal programme advisory group made up of mentors and mentees on the programme. This group can help align the day-to-day operation and delivery of the programme to better meet their needs. As a forum for the suggestion of new ideas, ways of working and programme improvement, their main functions would include sharing: • •
experiences of the programme, highlighting good practice and areas for development impact and feedback based on programme activities.
Policies and procedures
We recognise that the paperwork associated with programme policies and procedures can be overwhelming. Nevertheless, they are very important and central to the safe and effective running of your project. These policies and procedures are intended to safeguard you, your mentors and mentees so while you may wish to limit these to what is essential, they must be fit for purpose. Where relevant, it is recommended that you have in place policies relating to the following:
recruiting mentors and mentees and providing follow-up support
developing activities for the programme, including orientation, training, matching, and the closing of the programme
maintaining a database of mentors and mentees, and mentoring pairs ensuring the relationships between mentors and mentees are sustained, and sustaining their own relationship with mentors and mentees identifying any potential risks that may occur throughout the programme and providing appropriate solutions maintaining records (qualitative and quantitative data) for review, evaluation and planning purposes.
This person will require a high level of personal and social skills in dealing with a diverse group of individuals, from management to volunteers. Depending on the size of the programme and budget available, it is possible that the project coordinator could be further supported by those within administration, training and recruitment teams.
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child protection
protection of vulnerable adults
data protection and confidentiality
personal safety and lone working
diversity and equality
grievance and complaints
These policies may be adopted from existing organisational ones or developed specifically for this programme. When creating these, it is important to consider the employment status (volunteer, paid, self-employed) of your mentors and how this may impact on the policies and procedures you put in place.
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Child protection
4
You have a legal obligation to safeguard and protect any children and young people with whom your staff or volunteers come into contact. All sporting organisations that provide a service for children and young people must ensure that: • •
• • •
the welfare of the child is paramount
all children, whatever their age, culture, disability, gender, language, racial origin, religious beliefs and/or sexual identity have the right to protection from abuse all suspicions and allegations of abuse and poor practice are taken seriously and responded to swiftly and appropriately
all staff (paid/unpaid) understand they are legally obliged to report to the appropriate officer any concerns they have about a child
the correct procedures on Disclosure and Barring Service (DBS) checks (formerly Criminal Records Bureau) are followed.
The policies that you develop and the procedures that govern how they are applied will be informed by the requirements of the following government legislation: •
Protection of Freedoms Act 2012
•
Education Act 2002.
•
Children Act 2004
Note: Your child protection policy is likely to impact on a number of areas within the programme (see below). Therefore, all mentees and mentors associated with the project must be made aware of the policy and its implications for their role. • • • •
• •
Confidentiality – Procedures are in place for the breach of confidentiality should a child or young person be at risk.
Recruitment – Screening and selection take into account policy requirements in relation to DBS checks. Training – Disclosure, confidentiality and recognition of abuse should be considered as part of mentor training.
Mentor/mentee matching – This should ideally occur only once full recruitment checks, including receipt of a DBS check, have been completed. Meetings – These are to occur in a suitable environment appropriate for the intervention in question.
Support – Ongoing contact should be maintained with all parties and the relationship monitored accordingly.
Before looking to develop a safeguarding policy, contact your governing body of sport as it may already have a policy and procedures in place that you can adapt to suit your needs. The NSPCC7 and CPSU8 have a number of resources that will assist you in developing a safeguarding policy and procedures.
The sports coach UK workshop ‘Safeguarding and Protecting Children’ includes specific details of codes of practice when coaching children and provides other valuable information in this area. To find out more and book a place, visit www.sportscoachuk.org and click on ‘Workshops’.
Protection of vulnerable adults
Any organisation working with vulnerable adults should have in place appropriate policies and procedures to protect them from potential abuse. The policy should include: •
the scope of the problems being addressed
•
the principles to be upheld
• • •
•
8
a warning about the scale of the risk of abuse of vulnerable adults and the importance of constant vigilance a definition of abuse, setting out current knowledge, based on the most recent research on signs/patterns of abuse and features of abusive environments a definition of those vulnerable adults to whom the policy, procedures and practice guidance refer.
Training should be provided on the policy, procedures and professional practices that are in place locally as well as responsibilities for the protection of vulnerable adults.
The Sport and Recreation Alliance, its steering group, and the English Federation for Disability Sport (EFDS) have all developed useful resources to ensure all sports organisations are aware of the implications and practices surrounding the protection of vulnerable adults9.
Data protection and confidentiality
If you handle personal information about individuals, you have a number of legal obligations under the Data Protection Act 1998 to protect that information. You will need certain processes in place to ensure the safe keeping of this information. The Act applies to ‘personal data’, information from which an individual can be identified (eg names, addresses, contact information, employment history, medical conditions, convictions). The Act contains eight ‘data protection principles’.
www.nspcc.org.uk www.thecpsu.org.uk 9 www.sportandrecreation.org.uk/smart-sport/safeguarding-vulnerable-adults 7
structures for planning and decision making
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These specify that personal data must be: 1
processed fairly and lawfully
3
adequate, relevant and not excessive
2 4 5 6 7 8
obtained for specified and lawful purposes accurate and up to date
not kept any longer than necessary
processed in accordance with the individual’s rights securely kept
not transferred to any other country without adequate protection.
Specific provision is made under the Act for processing sensitive personal information. This includes racial or ethnic origin, political opinions, religious or other beliefs, trade union membership, physical or mental health condition, sex life, criminal proceedings or convictions. This type of data is subject to special rules and requires explicit consent from the individual concerned before it can be processed.
In summary, the Act requires you to collect and use information fairly, store it safely and not disclose it to any other person unlawfully.
With regard to confidentiality and disclosure, this can be expressed by the following three principles: 1 2 3
Individuals have a fundamental right to confidentiality and privacy of information.
Individuals have a right to control access to, and disclosure of, their personal information by giving or withdrawing consent.
When considering whether to disclose confidential information, staff should have regard for whether the disclosure is necessary, proportionate and accompanied by any undue risk.
Use or disclosure of information is only justified where consent has been given, there is a statutory requirement to use or disclose information and/or the balance of public and private interest favours disclosure. Therefore, it is important that you create a confidentiality policy and perhaps some awareness-raising training that considers: • • • •
disclosure of information relating to members of staff disclosure of information relating to clients record keeping and managing records
implications for all staff and participants with regard to disclosure and confidentiality.
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Personal safety and lone working
You have a responsibility or duty of care for the personal safety of those working within your programme. While this does not mean you must risk assess every situation, it does mean you have a responsibility for assessing, avoiding and controlling for any global risk associated with programme activities. However, this is not at the expense of an individual’s own responsibility for their welfare and the welfare of those with whom they are working. They too must take reasonable care of themselves and those affected by their work.
Lone working is any situation or location in which someone works without a colleague nearby or is out of sight or earshot of another colleague. Therefore, lone workers may be vulnerable and at increased risk of physical or verbal abuse and harassment because they don’t have the immediate support of others. The policy produced should provide advice to assist staff/mentors and managers in dealing with lone working, in particular, to stress the need for robust risk assessment and risk management by all in lone working situations.
The policy should inform lone workers about the arrangements in place to protect themselves and should clarify roles and responsibilities in the effective implementation of control measures. The policy should also state the actions that will be taken following incidents. The policy should be communicated to all lone workers, through inductions, training or team meetings. For more information on the hazards associated with lone working, visit the Health and Safety Executive (HSE) website: www.hse.gov.uk
Diversity and equality
The Equality Act 2010 (Amendment) Order 2012 now captures much of the legislation relating to equal opportunities that may impact on the policy you develop. This policy should set out how your organisation intends to tackle discrimination and promote equality and diversity in areas such as recruitment, training, management and pay. A policy might include: • •
statements outlining your organisation’s commitment to equality
identification of the types of discrimination that an employer (and, if this applies to you, a service provider) is required to combat across the protected characteristics of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation
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•
4
•
• • •
statements outlining the type of work environment your organisation aims to create, including what is and is not acceptable behaviour at work (also referring to conduct near the workplace and at work-related social functions where relevant)
information about how policy will be put into action, including how you will deal with any breaches of the policy by your workers, and how concerns and complaints will be dealt with, whether these come from your workers or (if you have them) from your customers, clients or service users who is responsible for the policy
how you will monitor the policy and when you will review it
details covering how this policy is linked in with your other policies.
Grievances and complaints
Given that you are providing a service to others, there may come a time when either a grievance (with regard to the conduct of a specific person) or complaint (with regard to a service) is reported (by a mentee or mentor). Perhaps it may be to do with your organisational working practices or recruitment and selection process, or it may be more serious and related to inappropriate behaviour by a mentor. Whatever the matter, you will need to have in place a procedure to deal with the situation. The policy should: • •
•
•
recognise the rights of all to raise a grievance
provide an accessible and effective process through which a grievance can be reported (including informal, formal and appeal procedures)
include a mechanism for recording the details of the grievance (including the nature of the grievance, the response, action taken and reason for action) include steps to resolve the matter speedily and confidentially (where possible).
These procedures should ensure that: • • • •
making a complaint is as easy as possible
issues are dealt with promptly (and, when appropriate, confidentially)
if the matter relates to a member of staff/mentor, they are informed and given the opportunity to respond details of the complaint and any action taken are recorded.
Interestingly, many improvements to services are informed by listening and responding to grievances and complaints.
Insurance
As an organisation offering a service, as stated previously, you have a duty of care towards all those involved in the programme (including yourself).
Therefore, it is advised that any mentoring programme you create has in place insurance that provides appropriate cover for all those engaged in its activities (including staff, volunteers [mentors] and service users [mentees]). To make the right decision as to what is required (and what is not), you will need to assess the liabilities associated with your project – this will depend on the type of activities mentors and mentees are involved in as part of the services you would like to provide. For example, if your mentors are giving advice and information, professional indemnity insurance may be required. To help you make the right decision, a list of policies that may apply to your programme are outlined below.
Note: If you are using qualified coaches as mentors within your programme, you may find that they already have public liability and professional indemnity insurance in place that covers their coaching activity. As there is a good level of crossover between the role of a mentor and that of a coach, you may find their policy is actually extended to cover mentoring activities. In addition, those qualified at Level 2 and above often have mentoring activities specifically included within their policy cover as this is often an extended part of their role within the sport.
However, do not assume anything. You must check each policy to ensure it is valid and in place. Read the small print as this cover often applies to activities undertaken within the same sport (and sometimes only within the same discipline/specific environment) and may not apply to cross-sport mentoring activity. sports coach UK offers a range of insurance services to coaches and mentors. For further information, visit www.sportscoachuk.org/coaches/ membership/full-membership or call 0113-290 7612 if you would like to be sent an application form by post.
Directors’ and officers’ liability
You may require cover for the personal liabilities of directors, officers, supervisors or managers in relation to the running of a business.
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Trustee indemnity
This insures your trustees or management committee members against personal liability for any losses your organisation may incur. Many voluntary organisations choose to take this insurance.
Employer’s liability
It is a legal requirement for employers to maintain employer’s liability insurance. This cover protects your organisation against damages and legal costs that arise as a result of claims from employees suffering an injury or disease due to, and during, their employment. Your organisation will most probably already have this in place, but check the small print to see if it covers mentoring activities (they usually can be added at no cost). This insurance does not automatically cover volunteers (ie mentors); however, it is good practice to do so. The policy must explicitly mention volunteers if they are to be covered by it.
Professional indemnity
If your programme provides information, advice and guidance to members of the public (eg mentees) or offers other professional services (such as training or consultancy), you should obtain professional indemnity insurance (also known as professional liability insurance). This policy will cover your organisation for claims arising from injury, loss or damage suffered as a result of wrong or inadequate advice or services provided by staff (including volunteer mentors). It can also cover defamation/slander, inadvertent breach of copyright, confidentiality and loss of documents.
As you can see, there is quite a breadth of policies available so it can be confusing when choosing which to actually put in place. Therefore it may help to consider the following advice: •
Personal accident insurance
Personal accident insurance is specifically for employees within your scheme, rather than participants. It covers injuries, accidents or deaths caused at work in situations where the organisation was not negligent. It is not obligatory, but is a benefit that you may like to extend to those working within the programme as a courtesy. It means that anyone injured or made ill during their work may receive compensation.
•
Public liability
•
Public liability insurance generally covers anybody other than employees who come into contact with the organisation. This should explicitly include volunteers (including mentors), covering them against loss or injury caused by the organisation’s negligence if they are not covered under the employer’s liability insurance.
•
Also known as third party insurance, this cover protects an individual/organisation for claims by members of the public for death, illness, loss, injury or accident caused by the negligence of the organisation. You should therefore consider having it in place if your activities could affect members of the public (ie mentees) in this way.
It also protects for loss or damage to property caused through the negligence of someone acting with the authority of the organisation, which would include the actions of volunteers. Again, you will most probably have this in place, but check the small print to ensure it covers mentoring activities.
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Speak to an expert – Use a broker within the sports field. They will be able to advise you of any limits or exclusions (things that are not covered by your insurance policy), the amount of cover you need and any excess you will have to pay if you make a claim. They can shop around for competitive quotes and negotiate on your behalf. Speak to those in the same boat – Collaborate with other organisations in the same situation. They may already have undertaken this exercise and have some short cuts for you to follow. They may also wish to join forces with you, which may spread the risk and reduce costs.
Obtain more than one quote – Shop around for quotes by speaking to several insurance providers in order to compare prices and cover. Combined policies that cover a number of risks under one policy can sometimes offer a better deal, as long as you need everything in the package and don’t end up buying policies that are surplus to your requirements. Go to someone who understands you – Use a reputable insurance company with a strong track record that is fully conversant with the specifics of the role your mentors/staff will play and is therefore able to provide full cover for you. It will better understand your needs and the implications of the activities you may engage in.
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Insuring your activities – things to remember •
4 •
When purchasing insurance, it is important to bear in mind that volunteers may not be automatically considered a ‘third party’ for the purposes of public liability insurance. Therefore, it is important that your insurers specifically refer to volunteers in insurance policies (eg employer’s liability insurance should cover employees and volunteers). Insurance policies should cover all actions carried out by paid staff and volunteers and list
•
all the types of venue where these actions are carried out (eg mentoring in people’s homes, observing coaching in a swimming pool). You may wish to consider holding an annual review with your insurance company to discuss activities that are planned for the coming year and check whether existing policy cover is adequate.
If those involved regularly take part in strenuous or potentially dangerous activities (eg coaching adventure sports or using specialised equipment), then be sure that these activities are covered in your policy.
© sports coach UK
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Section 5
Operation and Implementation Getting mentee and mentor recruitment right is extremely important. Therefore, this section attempts to provide some step-by-step guidance to help you. Advice on where to find mentors and mentees is provided, along with example eligibility criteria (how you will decide who you will and won’t be able to support). Within this stage of your programme implementation, you also need to design/develop an orientation, which outlines what the programme is about, what mentors and mentees will get from it and what commitment you require – stressing this is important. Mentee recruitment
Where will the mentees come from? How will they be identified and referred to you? What referral system do you have in place? What are your eligibility criteria?
An example referral system Key considerations: •
Be clear on what you expect of mentees (what you expect them to do/commit to, eg time and activities).
• •
• •
Identify your target group (it may help to create a profile of the ideal person).
Consider the best method to reach them (leaflet, flyer, posters), advertise in local media, use websites, press releases, personal recommendations, presentations at upcoming events, social media and newsletters (get people talking about it). Post adverts on relevant coaching-related websites.
Approach specialist organisations and charities to ensure you are reaching as wide a network as possible.
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Be clear on what you expect of mentees
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Identify your target group
Consider the best method to reach them
Be creative about the recruitment process; go beyond your current network. Keep the information concise, simple and avoid using jargon. Are you using inclusive imagery to market to a diverse population? Where referrals are made to your project through an external person/body, make sure that you collect all the necessary information: • •
referring person/organisation name, position and reason for referral client name, address, contact details, date of birth and sex.
This will be good information to obtain, especially when reflecting on where your mentees came from as part of your monitoring and evaluating process.
Example eligibility criteria Prospective mentees must: •
•
• • • • • •
be overtly willing to commit to be part of the programme (eg two hours per month); specify the minimum amount of time the person must commit to the project
meet the programme’s age criteria (eg young people [16–18], adults [18+] or targeted at a specific age group [50–65]); be aware that you will need to give reasons if you are specifying an age group
pledge to engage in a two-way relationship with an allocated mentor (over a defined period of time)
be motivated to work toward positive growth (which may include change to existing practices) be willing to engage in group tasks and activities where appropriate hold or be working toward a coaching qualification (eg at Level 1, 2 or 3) live within x miles of, or live within, a particular borough
be willing to abide by all programme policies and procedures
•
• • •
Post adverts on relevant coaching-related websites
Approach ‘specialists’ to ensure your reach is wide
be able to obtain parental/guardian/carer permission and/or ongoing support for participation in the programme if under the age of 18 years or regarded as a ‘vulnerable adult’ be willing to complete any relevant screening procedure
agree to attend mentee training as required
be willing to communicate regularly with the programme coordinator and discuss progress.
The criteria you choose should be driven by the programme’s aims and outcomes. Being clear about the focus of the programme will help you define who exactly your target audience is. You will therefore be able to identify your ‘ideal’ candidate more easily. Not all of these criteria will be relevant to your programme, and this is not an exhaustive list.
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Mentee orientation
Mentees and mentors will need to be made aware of what to expect from the programme. It is important that you provide them with clear information about the scheme, its purpose and any relevant policies and procedures that they must comply with, which may be related to their commitment. This will help with managing expectations and help them make an informed decision about whether to participate. Your orientation briefing for mentees should include: • • • • • • •
the purpose of this mentoring programme and how it will operate the length of time over which the programme will be operating their commitment in terms of time and the activities they will be asked to undertake the training and ongoing support offered
the key phases of the mentoring programme
what they need to do to get involved (next steps like registration/sign-up) who their main point of contact will be.
This initial meeting, whether as a group or individually, can be used to discuss the programme and consider mentees’ hopes and expectations. It is also an opportunity to discuss the role of the mentor and what mentors and mentees can expect from the programme. If appropriate, mentees can be asked to sign an agreement/contract that confirms both their commitment to the programme and the support they will receive. During the orientation, you may wish to undertake some form of benchmarking activity or basic TNA, which will set the baseline against which their progress can be measured. It may help to provide an induction pack that highlights the key elements of the programme and how it will work. This will form a valuable reference tool for mentees at a later date. This could be as basic as a couple of sheets of information providing an overview of the programme or comprise a pack of more involved information.
Mentor recruitment
The most important element in getting the programme right is deciding on the type of support you intend to offer mentees. Being clear about this will help determine the knowledge, attributes, skills and experience you will require of mentors, as well as helping to inform any future training and ongoing support you will need to put in place for mentors. This should be consistent with the aims of your project.
Articulating the knowledge, attributes, skills and experience required through a written role description and person specification will ensure you appeal to the right mentors, but it will also better focus your attention on finding them. These will be useful documents during the screening and selection process, in that you will be able to assess applicants against the criteria they set out.
Recruitment strategy
Finding the right mentors can be challenging. You need to be clear about what you want them to do and what they need to commit to as part of the programme. Getting your recruitment campaign right and in place is really important. Consider your timescales as this can be quite a lengthy process – you may like to compare this process to that of a job application.
You will need to think creatively and go beyond your traditional methods and target groups to ensure you recruit from a wide range of backgrounds (culturally and otherwise).
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reflecting the social composition of the community within which your programme will operate. Promotional methods include:
Once you have identified the profile of your target group, consider why they may wish to join your programme and what it is that will draw them in – this will become your key marketing tool. The following process should help get you on the right path to attracting the right people: 1
2
3
4
– leaflets and flyers (targeted drops)
– advertisements in local media (magazines, newspapers etc)
Decide what type of person you want. Describe them, perhaps through a short narrative (their behaviours and actions) or, if appropriate, a detailed job description (detailing duties) and person specification (detailing experiences). The National Occupational Standards (NOS) for Coaching and Mentoring are a good starting point. Advertising for a specific role is more likely to attract the right people. Be careful not to say who you don’t want as this will not reflect well on your programme or your organisation. Identify what will draw them to your programme. Is it the thought of payment or recognition as a valued coach/practitioner in their field? Is being associated with your programme a positive career move and seen as increasing their credibility? Do they simply wish to re-invest in the future of coaching? Understanding their motivations is important as this will help in tailoring your recruitment strategy and provide a clear recruitment message.
Where can you find potential mentors? It is important that you do not simply launch into an immediate recruitment campaign either using a blanket approach (trying to appeal to everyone) or targeting the same sources as before. It is recognised that mentoring is a skilled role, and you will probably need to go beyond your traditional contact database. Therefore, take time to consider who the appropriate people could be. What sort of groups do they come from (business, community groups, voluntary sector, retired workforce, eg teachers)? Are they existing coaches within clubs? Note: Ensure you are aiming to meet a true representation of the community with this programme to make sure you have a diverse mix of skills, abilities and experiences. This will inevitably make your matching process easier and ensure your mentees get a more rounded experience. This will enhance the programme’s credibility and improve your ability to focus on the needs of your target group.
How can you reach them? Once you have a better idea regarding who your potential mentors are and where they may reside, you can be much more focused in the method you use to reach them. A variety of methods will encourage diversity in applicants, hopefully
– use of websites (CoachWeb, governing body of sport, CSP etc) – direct contact with local, regional and national companies
– press releases (in a variety of media, including eBulletins) – recruitment fairs or similar events
– open events/inviting those recommended to group sessions – utilising links with higher education (HE)/further education (FE) institutions as they often have motivated volunteers – visiting local sports clubs, activity groups and associations.
Use any past experience you have. Contact past or existing mentors and mentees as they will know the systems and should be good advocates for your new programme. Finally, word of mouth is the most commonly used method of recruitment. Make sure everyone you know is aware of the programme and the type of person you are looking for, and that they tell other people! Keep the information you provide simple. Avoid the use of jargon and abbreviations where possible. These can be quite off-putting to the reader and are not accessible to everyone. As a general rule, your publicity material should include the following: • • • • • • •
the purpose of this mentoring programme and how it will operate the length of the programme
mentors’ commitment in terms of time and activities
the training and ongoing support offered
the key phases of a mentoring programme what they need to do to get involved who the main point of contact is.
Remember – advertise in places the ideal candidate would go!
Application process
You may wish to use a formal application form or a simple expression of interest. Whichever it is, be sure you gather the details you need to make an informed decision regarding their suitability. Try to
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Mentoring Programme Recruitment Mentor recruitment
Mentee recruitment
5 Open invite through parallel adverts
Application Selection/screening
Eligibility check
Orientation Initial training
Training needs analysis
Matching/Pairing
use a method that, while meeting your needs, does not overburden potential applicants and is accessible to all applicants. For example, don’t advertise that applications can only be made in writing – be open to verbal or written applications. The application process is as much about the applicant choosing to be part of the programme as it is about you deciding if you want to recruit them. Information packs can be helpful in providing further detail about the programme. Here, you can describe in more detail the aims and outcomes. The mentor role can be described more thoroughly, along with any training offered, ongoing support and dates for meetings. Here, you can also make clear the level of experience and qualities you require through some form of selection criteria – for example: • • • • •
two or more years of experience as a mentor (in the field of sports coaching) knowledge of their sport and an ability to share it
a track record of supporting coach learning and growth
hold a coaching qualification at Level 2 or above (in a particular sport) having time to commit to the programme (4–6 hours per month)
• • • • • •
good interpersonal/communication skills
familiarity with various mentoring techniques (such as GROW) the characteristics of lifelong learning
relevant mentoring behaviours to support coach learning being a skilled reflective practitioner
having the potential to perform the following duties with training: – observe and provide feedback on coaching practice
– share teaching and learning strategies, ideas etc – model good coaching practice.
Selection criteria are often a combination of the most pertinent elements of both the job description and person specification. Obviously, your selection criteria will be specific to the needs of your programme and should therefore change accordingly. Be aware that if your criteria are too specific, technical or inflexible, this will restrict the number of applicants you get. You may be putting off a perfect candidate if your criteria are too specific. Try to find the right balance.
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Mentor selection and screening
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While identifying mentors is not an easy process, it is hoped that the criteria on the previous page will help to guide your selection. On receipt of applications/expressions of interest, you have the daunting task of sifting through these and selecting the applicants who most appropriately match the needs of the programme. Refer back to your selection criteria as a starting point – this, along with any job description and person specification you have used, will act as a great guide to narrow down the applicants. If you happen to receive many applications, it is useful to adhere strictly to the criteria you have outlined to find your best matches. However, if someone is only missing one or two of the required skills or attributes you have identified, don’t assume that they would be no good for the role. Some people are not as good as others at filling out forms or ‘selling’ themselves. Personality is a massive part of mentoring and cannot be measured by an application. At this point, you will perhaps have three piles of applicants: those who are perfect for the role and can be moved on to the next stage of selection; those who miss out on a few skills listed and perhaps, at face value, may require further training (which you may be able to provide); and those who are not right for your programme (for various reasons).
It is important that you take care with the latter two groups. It is courteous to respond to applicants where possible, explaining that, at this point in time, they do not have the desired skills or attributes for the programme. You may wish to offer advice on what they may do to close any skill/knowledge gaps. These may be valuable applicants to future programmes, and you do not want to alienate them by simply ignoring them.
To interview or not to interview
Interacting with potential candidates in a group setting is an excellent way to see their character, level of interest, working knowledge of the area and communication skills. It also allows you to see if they are a good fit for your programme.
Inviting candidates to an open event is also a great way to encourage self-selection. Only those who are truly motivated to be part of the programme will find their way there. Non-attendance without prior warning can be a useful indicator!
Interviews can be conducted in different ways, but the fundamental premise is to discover which people are best placed to work within your programme. Try setting up various activities that will give you a better idea of each person’s knowledge of and motivation for the role, as well as their personality. If you intend to interview applicants individually, while needing to be structured, the interviews should still be quite informal. Things you need to find out include: • • • • • •
What are their motivations for applying?
What do they hope to gain from the experience?
What is their understanding of the target group? Are they being realistic about their availability?
What resources might they need to support them in their role? What kind of additional support might they need to fulfil their role?
Whichever approach you take, ensure applicants are clear about the purpose and demands of the programme, such as: •
project aims
•
the profile of the types of mentee they will be working with
• • • •
activities they are expected to engage in training and ongoing support provided
time commitment (frequency and duration of interventions) resources/tools available to support them in their role.
This sort of information should be included within any mentor information pack you create.
It may be relevant for you to obtain references or testimonials. These can add confidence to any decision you make and build a broader picture of applicants. A probationary period may also be appropriate, depending on the type of programme you are delivering.
Screening
The safety of the mentor or mentee within your programme should be at the forefront of your mind during the screening process, especially if you are working with young people or vulnerable adults. You need to have an assurance that the safety of both parties is protected. A thorough screening process appropriate to the age and vulnerability of those involved in your programme will go a long way to ensuring confidence in your scheme.
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A thorough application process for mentors and mentees may include the following: •
•
Criminal records – Under the Rehabilitation of Offenders Act, ex-offenders normally have the right not to reveal old/spent convictions. However, where work involves contact with vulnerable populations (children or otherwise), you can request applicants disclose these. DBS checks – Some roles will be eligible for enhanced criminal records checks. These are posts in regulated activity involving substantial contact with, and responsibility for, children and/or vulnerable adults. For these posts, criminal records checks should be conducted through your governing body of sport or employing organisation’s procedures. If such procedures are not in place, you can obtain more details from:
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Note: Any personal information that is disclosed to you as part of this process must be treated in the strictest confidence and handled in accordance with the principles of the Data Protection Act. You should also have a clear confidentiality policy outlining how information will be stored and whom it may be shared with. All mentors/mentees must be made aware of this from the outset.
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– the DBS (England and Wales)
– Disclosure Scotland (Scotland) – AccessNI (Northern Ireland).
•
If an individual is working in regulated activity, the DBS will also check whether they are on its barred list, of individuals barred from working with children and/or vulnerable adults. The definitions of regulated activities are available on the Home Office website – www.homeoffice.gov.uk – and are based around the frequency and intensity of responsibility for children and young people. Self-declaration – The candidate should give a commitment to work within the ethos, policies and procedures of the programme, maintain a positive approach to working practices and commit to personal development, monitoring and review.
© Alan Edwards
Potential participants (mentor or mentee) should not begin working until satisfactory checks have been made. While DBS checks are a valuable tool in the protection of vulnerable groups, they should never be regarded as the only safeguard. These need to be carried out along with other screening elements you deem appropriate, such as interview, observation of practice, references and probationary periods. It may also be the case that a DBS check identifies a conviction that has no relevance and should have no effect on the ability of the mentor to carry out their role. Use the disclosed information intelligently.
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Section 6
Training and Programme Delivery With the programme up and running, mentees on board and mentors raring to go, it is important this stage gets due time and consideration. Some of what you developed for the mentee orientation may be replicated here, and to that effect, you may wish to run these as parallel events. An additional focus for this section is the training of mentors, ensuring they have a clear view of their role and the purpose of their relationships. We conclude by highlighting the importance of ongoing support and contact. Mentor orientation and training It is important that you dedicate time to the orientation and training of your mentor workforce in order that they are fully prepared for their role. Ill-informed or poorly trained mentors with their own agenda can be detrimental to the project. Also be aware that the people who volunteer to be mentors may not always be the people you want. Getting this part right will ensure you can offer a good quality service.
Orientation
The orientation event should focus on integrating mentors into the programme and developing their awareness of its aims, as well as giving you an opportunity to manage expectations, respond to questions and deal with any concerns.
It may be relevant to conduct the orientation as part of the selection and screening process. During the session, you should attempt to identify the needs of your prospective mentors in relation to the demands of your programme. This information will be invaluable to the development of your initial training (and ongoing support). As a general rule, the following would be relevant topics to cover: • • •
background to the programme, why it came about and what it is intended to achieve benefits and rewards both for mentor and mentee (eg training, payment, bursaries, CV enhancement)
background and circumstances of the target group (who they are, where they are from, what they may want)
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• •
6
• • •
opportunities to express expectations, concerns and expected challenges (and ways to overcome these) key policies and procedures with regard to the operation of the programme (perhaps including a code of practice)
project team, key contacts and support available from them commitments required from all involved (time, activities, personal development etc) nature of the mentoring relationship (formal, informal, structured, ad hoc etc).
You will need to tailor your mentor orientation to the specific demands of your programme, and you may even wish to deliver it alongside an orientation for the mentees. Bring the two groups together at pertinent points during the session (eg expectations, concerns, code of practice, nature of relationship). Doing this will enable them to develop a shared understanding for the programme.
Training
Your applicants will come from a wide and diverse range of backgrounds and experience. Some individuals may have been practising for years in similar roles, whereas others may be new to this form of coach support. We would suggest that your training should cover the areas in the diagram below. Take an interactive approach to delivering the training, encourage participation by all, and value the experiences of those in attendance – these can often be your most useful resource. Training should contain a good balance of practical activities where mentors can experiment with some of the skills,
techniques and tools relevant to the mentoring role, as well as whole and small group tasks that challenge their thinking. An element of supported or individual reflection is also valuable – often, this is the most difficult to master. At this stage, it may be relevant to hand out copies of the project handbook/resource. This can act as a reference guide and may combine an overview of the programme, a training resource and a policy document. Example content is outlined below:
Child protection
Training Tools and Techniques The role of the mentor
Data protection and confidentiality
Managing mentoring relationships
Policy and Procedure
Protection of vulnerable adults
Personal safety and lone working
Building relationships and rapport
Diversity and equality Grievance and complaints Insurance Expenses
Essential skills for mentoring
Profiling and action planning
Learning preferences Reflection on experience
Growing as a mentor
Supervision and support Example: GROW Model, ADKAR Model sports coach UK, Coachwise Learning and 1st4sport Qualifications offer a variety of products that may be helpful in the training and development of mentors.
Outline the role of the mentor in the development of coaches
Explain how to identify important learning opportunities for coaches
Explain how a mentor can help to maximise these learning opportunities
Develop a personal mentor profile and development plan
Identify and practise the core skills of mentoring
Manage the self-reflection, coach profiling and development planning
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sports coach UK
‘A Guide to Mentoring Sports Coaches’ workshop/resource
sports coach UK/Coachwise Learning Mentor Training
To find out more and book a place on a workshop, visit www.sportscoachuk.org and click on ‘Workshops’.
For more information, visit http://sportscoachuk.org/peoplewho-develop-coaches/coachingsystem/developing-yourworkforce/sports-coach-ukIf you would like to organise a mentor-training or contact workshop for your mentors, call Coachwise Learning on the Workshop Booking Centre on 0113-201 5544. 0845-601 3054.
1st4sport Qualifications Level 3 Award in Workforce Mentoring For more information, visit www.1st4sportqualifications.com/ candidate_information/qualification s/qualificationbin/workforcementoring-l3 or call 0113-290 7610.
Pairing mentees and mentors
Natural pairing (self-selection)
Formal matching
Unstructured or unfacilitated mentoring occurs naturally when a novice and an expert are inadvertently drawn together, usually as a result of some mutual interest or attraction, and a unique, reciprocal, trusting relationship develops.
The approach you take to pairing mentors and mentees will largely depend on the aims of the programme. For example, in a situation where a mentee has identified some quite specific needs, it may be more appropriate to formally match a mentee to a mentor. However, where needs are more generic, an informal/organic approach to pairing may be a better fit. Although crucial to the success of the programme, matching mentors to mentees is not an exact science. Nevertheless, to reduce mismatches, factors that need to be taken into consideration include mentee/mentor preferences associated with gender, age and cultural background, as well as mutual interests. In order to maximise the opportunity for success and allow a connection between pairs to develop, you should also consider proximity, availability, and shared and individual goals.
Where programme goals are tightly defined, matching may be focused on the specific skills and experiences of the mentors involved. However, where programmes are less goal-oriented and more holistically driven, pairing may be based on matching interest.
Within a tightly defined programme, you would look to identify mentee needs and compare these with mentors’ knowledge, attributes, skills and experience. However, within more holistic programmes, mentees may be paired with mentors with whom they share similar views/outlooks on life. In this approach, potential problems due to cultural differences and varying interpersonal styles can be more easily avoided. The process can be helped by the use of a matching questionnaire that establishes interests and experiences.
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While truly natural pairings really only occur outside formal mentoring programmes, you can take steps to replicate the circumstances in which they happen through structured but informal settings that focus on social interaction.
What we know is these often occur in social settings and are generally initiated by the mentee. They are associated with a mutual endeavour or shared experience and involve social practice/situated learning. What appears to be important here is the degree of mutual interest, respect, trust and open communication. One way to encourage natural pairing may be to invite all participants to a social event where they can informally explore previous experiences, interests and aspirations. A group session that requires those involved to share these through structured activities and free time will enable you to monitor interactions and natural groupings. From these observations, you may feel confident to undertake a social pairing exercise or ask mentors/mentees to self-select a partner. If this approach is taken, it is wise for you to ask those involved to select their top three. This mentee:mentor ‘speed dating’ approach will give you better flexibility in matching.
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Informal social sessions are a great place where those involved can meet and deal with those all-important first impressions before any decisions are made. The following may prove useful discussion topics for your session:
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?
Þ Who are you and what do you like to do (interests and hobbies)? Þ What do you know about the programme? Þ What are your expectations of the programme (mentors/mentees)? Þ Are there mismatches between expectations, and can we resolve these? Þ What are your goals and aspirations (mentors/mentees)? Þ What ground rules can we create for the relationship?
The science of matching
The purpose of both processes is to create a pairing where participants can get the most out of their shared experiences and a positive/progressive relationship can flourish. While common interests are the most widely used of the matching criteria, as these similar experiences enable a level of empathy to be developed and are a great building block for relationships, matching or natural pairing/ self-selection is not an exact science. There is no
evidence to suggest that pairing based on personality will have any better impact than other items/approaches. However, what we do know about successful pairings is that the commitment of mentees and perceived benefit for mentors (of being involved) are seen to be very important items.
Establishing the relationships
It is important to establish the boundaries and framework for the mentoring relationship early. The degree of flexibility will not only depend on the type of programme you are intending to deliver but also the personal preferences of the pairing. Elements of such a framework would include: •
frequency of meetings
•
format of meetings (in person, online, via phone etc)
• • • •
structure of meetings (how they will flow) the location if in person (where they will occur)
how progress will be checked and recorded (eg action plans, reflective diaries) the benchmarking process (eg TNA and target setting).
These elements may form part of a formal agreement between the mentor and mentee.
!
Figure 6: Example simple mentoring agreement
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The formality of the relationship will vary from project to project and pair to pair depending on whether they are focused on specific goals or informal support. Experience tells us that mentoring relationships work best when both parties: • • • •
have discussed and agreed the objectives of the relationship (what both parties are hoping to achieve) have realistic expectations of each other, and these have been expressed have agreed how the relationship will progress/be managed
are clear about their respective roles (eg trusted adviser) and responsibilities (eg commitment).
Confidentiality and relationship boundaries
One area critical to building trust and maintaining a positive relationship is confidentiality. Discussing this early is important if trust is to be fostered. Having in place clearly defined boundaries is also essential to any mentoring relationship. It protects those involved and promotes a more honest, open relationship. These boundaries can be defined within the policies and procedures associated with the programme and cover what is acceptable/unacceptable behaviour, how to deal with sensitive information and where to seek help when boundaries are breached.
The limits of relationships
Being aware of what can and cannot be done within the relationship is part of the success factors of a mentoring programme. Mentors need to be able to recognise when the relationship and agenda have gone beyond their skill set or comfort zone and, therefore, when to seek outside advice. The mentor will need to be given options as to how to deal with this, whom to go to and how to contact them. In some circumstances, it may be that the mentee needs to be referred to specific sources of help and relevant external groups.
The first meeting and mismatches
The first meeting between mentors and mentees should be quite informal and focused more on ‘getting to know you’, common interests and commonalities before mentors plough too quickly into the development work. This foundation setting is very important and will become the bedrock of the relationship. You may choose to hold this meeting formally as a two- or three-way process (including the programme coordinator) in an isolated session or more informally as a paired activity within a whole group session, again where the programme
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coordinator is present. The output of this event should be to agree the relationship framework for each pairing.
Whichever approach you choose, make sure you have in place a system for dealing with the occurrence of mismatches/unsuitable pairings. These will happen regardless of the time invested in the pairing process.
What information do mentees and mentors NEED to know?
Once matched, you may need to share certain pieces of information between mentor and mentee, some of which will be deemed sensitive and on a need to know basis (refer to your organisational confidentiality policy for guidance). Example information could relate to issues associated with the health and well-being of an individual within the pairing.
Ongoing contact and support
Coach support programmes such as mentoring often fall down as a consequence of isolation after the initial set-up. The role of a mentor is demanding, as is the experience of the coach in terms of accelerated learning. Leaving them out of reach of regular contact can be detrimental to the success of the programme. Periodic contact with both mentors and mentees allows you to: • • • • •
check their level of engagement (enjoyment, motivation)
assess mentee progress and relationships provide feedback (positive or otherwise) offer reassurance to all parties
offer additional support (including specific training).
Having a key point of contact for mentors and mentees during the programme is really important; it provides an identity to the programme and a face. Ensure that all know how (eg via email, phone or text) and when (working hours and out of hours) you are contactable. However, be warned, giving support can become a time-consuming task so plan for it. An estimated ratio of project coordinator/core staff to active pairs is around 1:15, acknowledging that each project will have different needs and requirements. Factors such as the nature of participants, type and regularity of contact and availability will need to be considered. The additional support you provide will vary according to the aims of the programme, make-up of your mentors and needs of mentees.
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Progress–review sessions
6
Group programme development sessions
Celebration events in recognition of achievements
Face-to-face events Targeted training and development opportunities
Social events
Networking and shared learning events
Periodic face-to-face contact, whether formal, structured sessions or more informal, social, relationship-building sessions, is beneficial. These sessions can be used in the ways outlined in the diagram above.
This contact will help you to identify and resolve any issues early, but also provides a means of gaining feedback on the success of the programme and an opportunity for mentees to discuss views relevant to them. A key output of these interactions should be to monitor and improve the quality of the programme. It may be wise to include attendance at these events as a formal requirement of any agreement.
Once the programme is up and running, you can begin in earnest to identify the additional training and development needs of both mentors and mentees. A TNA should be conducted for both parties early on in the relationship, the output of which can be used to design an ongoing training and development schedule.
This training can be focused on refreshing or progressing existing skills and/or developing new ones that may allow mentors and mentees to take on new roles both within and external to the programme. Where possible, these could be linked to accredited programmes, nationally recognised initiatives or even formal qualifications.
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Monitoring and Evaluation
© Alan Edwards
Section 7
While this is the last section of the resource, it should not be the last thing you think about. To some extent, it should have been the second – the first being ‘What is the need?’, the second then being ‘How will we know it is being met?’ The approach you take will vary depending on your resources and skills. We offer guidance on developing a monitoring and evaluation strategy, and data collection, as choosing the right method for the right purpose is paramount to demonstrating impact and improvement planning. Monitoring the programme and relationships
The ongoing monitoring of your programme relates to the systems and processes you have in place to track progress. The information you collect may be about activities you or mentors have undertaken, or about the individual interaction between mentees and mentors (and their reflections on them).
A well-thought-out approach to monitoring will help identify and resolve problems or issues early, enabling the scheme to run smoothly and hopefully achieve its aims. This is an important part of any mentoring programme as, often, it is the data you collect from these monitoring exercises that provide justification for current funding and potentially open doors to future funding.
Essentially, a monitoring system involves setting up procedures to gather information regarding the day-to-day running of your programme, in order to demonstrate that project aims and targets are being achieved. It will also inform areas for improvement within programme management and delivery (eg the mentor and mentee relationships).
So, what information/data should you collect? It is recommended you collect both quantitative (eg satisfaction scores or attendance figures) and qualitative data (eg interviews and quotes) to ensure you have a full understanding of your results. •
Quantitative data include numbers, percentages and statistics (eg attendance figures, satisfaction ratings, retention numbers and pass-rate percentages).
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•
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Qualitative data are thoughts, opinions and attitudes (this kind of data is often in response to an open question).
Ensure your monitoring system is in place before the programme begins as adding in tasks such as reporting midway through the programme can be difficult and cumbersome. Programme monitoring should become a habit of the day-to-day routine for those involved, but it must also be something that is simple and easy to do.
This is because the additional task of reporting can often become frustrating, particularly when working with busy people. It is advisable to think carefully not just about how you will collect information but when and how often. The specific information you collect will depend heavily on the nature of your project. However, you may find the following measures a useful starting point: •
number of mentee referrals received
•
number of mentees supported by the project
• • • • • • • • • •
number of mentee:mentor matches made number of mentors recruited (and who remain active)
number of active relationships (including number of contacts or total time spent mentoring)
types of support offered (eg observations, introductions) equality data (eg age, ethnicity, gender)
type of mentee training needs identified
number of mentors/mentees accessing training
number of mentees on waiting lists to engage with programme number of developed relationships and drop-outs costs incurred.
As well as monitoring the programme-related elements, it is important to gather data on the progress of the mentoring relationships. This information will enable you to identify whether the needs of mentees are being met and where further training for mentors may be required. We would suggest collecting the following information: •
frequency of meetings
•
format of meetings
• • • •
duration of meetings outputs of meetings goals identified
additional support identified
• •
feedback from mentors on how the relationship is developing feedback from mentees about the impact of the mentor.
You should ensure all those involved are informed as to why information is being collected and how it will be used. You should assure those who you are collecting information from that their responses will be kept securely and remain confidential. This should help to encourage respondents to be open and honest. Data collection and management are important topics to discuss when mentors and mentees join the programme so everyone is aware of what will be expected of them throughout the programme. Do not be afraid of collecting data on the ‘less successful’ stuff like drop-out or failed relationships/re-matching – this information is valuable to the improvement of the programme.
It is beneficial to explain to mentors and mentees that, through engaging in the feedback process, they will have the chance to change things for the better, which, in turn, may help to develop ownership, responsibility and value for the programme, thus increasing the likely adherence/completion rate.
Evaluation strategy
Evaluation is important for any programme or process, in particular for schemes such as mentoring where a person has the potential to influence another, less experienced individual. The benefits of evaluation are considerable and include quality assurance, resource management, cost-effectiveness appraisal and end-of-programme reporting. These areas all relate to the issue of effectiveness. Is your programme achieving what it set out to achieve? Is it making a contribution to positive change within the sport? What does your evidence show that can be proved and improved?
Evaluation consists of a series of planned activities designed to assess the effectiveness of the programme. The method you use will depend on your experiences within this area and the resources you have available. However, having clear aims is a must across all evaluations! Evaluation is most effective when: • •
the programme has clear aims that are accompanied by specific/measurable objectives (it must have these)
the mechanism for programme delivery is clear in the eyes of those managing and implementing it
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• • •
• • •
clarity exists in terms of what will be measured (eg skill development, knowledge increase, change in behaviour/working practices) the implementation of evaluation processes is accepted and understood by all, enabling easy collection and analysis of data
both quantitative and qualitative data are collected (ie hard data that tends to be a measure of quantity and soft data that measures the quality) comparisons can be made between baseline (start of programme) and end of programme data, demonstrating change over time
comparisons can be made between standards of delivery and inspirational quality standards appropriate resources in terms of time and money are allocated to this element of the programme from the outset.
As a general rule, there are three parts involved in creating an evaluation strategy. These are initial planning (pre-delivery), formative evaluation (occurs during delivery) and summative evaluation (occurs at periodic check points).
Initial planning
During this stage, you should take time to clarify the project aims and objectives and your specific evaluation criteria – what will success look like? It will also help if you can share this responsibility with others within your team. You should allocate appropriate resources that may be needed to do this task (time and money) and agree your data collection methods, answering the how, what, when, who and why questions. Key questions to ask at this stage include: •
What are you evaluating?
•
What are the intended benefits of the programme?
• • • • • • • •
What does success look like?
What are the measurable outcomes?
What will you do to realise these outcomes? Why is measuring this important?
Who is responsible for implementing the evaluation process?
Who will be involved in the evaluation process?
How will you go about collecting and analysing data?
When will you undertake the evaluation (at what intervals)?
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Formative evaluation
Formative evaluation is continuous, occurring throughout the lifespan of the project. This ongoing evaluation may be done as part of monitoring procedures you have in place and be quite a formal activity (interview, questionnaire), or it may be something that is more ad hoc (informal – social interactions, eg conversational and email feedback). Whichever approach you take, it is important to ensure that the information you collect is sufficient to enable you to identify areas of the programme or specific mentor practice that may require early modification. The following are some key questions you may wish to ask at this stage: • • • • • • •
Are things happening as expected?
What do mentees and mentors think about the programme? What is working well? What is in need of improvement?
Have you over- or underestimated the impact of the programme activities? Is it taking longer to produce its outcomes than expected? Has something happened that was not anticipated?
Can you share examples from other mentors and mentees within the group?
Formative evaluation helps identify issues that may delay the programme and therefore the achievement of the programme aims. Knowing about these issues early will ensure you have the best chance of overcoming them and help improve the quality of the programme.
Summative evaluation
Summative evaluation is a method of judging the worth or effectiveness of a programme at the end of activities against stated goals (success criteria). The purpose of summative evaluation is to find out the extent to which programme objectives were achieved and to help decide whether a programme or any of its parts should be revised, continued or terminated. The following are some key questions you may wish to ask at this stage: • • • •
Were the programme objectives clear from the outset?
Did the programme achieve what it set out to achieve? If not, why not? What is the cost–benefit analysis of the programme?
What value has the programme had (tangible or otherwise)?
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• •
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• • • •
•
What are the main strengths and areas for improvement within the programme? Were any barriers encountered? If so, how will these be dealt with in the future? What did the mentors and mentees think of the programme? Did the mentors and mentees think the programme objectives were met? Can outcomes be related back to the project aims? Were there any external factors (those out of your control) that impacted on the programme? If so, it may be worth identifying these and how they may have had an impact. Where next/where do we go from here (in relation to the coaches, mentors and the programme in general)?
Do not underestimate the time and resources it may take to fully collate and analyse the data you have collected. You may need to consider the skills required to carry out the evaluation, along with any equipment or software required to help you do this. It may be that you will need to seek external support or train someone.
Data collection
There are a host of data-collection methods available to you, some of which are outlined on the next page. Each method has its own advantages and disadvantages, which relate to things like the resource required in implementing them and the ability to generalise results from the findings. It is important that you choose those methods that are not only most relevant to your situation but are also within the skills and resource limits of your project.
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Methods
Case Study
Focus Group
Observation
Document Review (eg minutes, mentee journals, evaluation forms)
Interview
Questionnaire/ Survey
Method
Purpose
To get a lot of information from a large group of people quite quickly in a non-threatening manner To fully understand someone’s impressions or experiences, or learn more about their answers to a questionnaire or survey
Advantages
• Can be completed anonymously • Inexpensive and easy to administer to large groups • Easy to compare and analyse • Provides lots of data • Can be provided in many forms (eg online, paper, verbal) • Able to get a full range and depth of information • Can be used to develop relationships with participants • Good at measuring attitudes • Allows for probing and follow-up questions
Challenges
• Might not get thoughtful feedback • Wording questions can be difficult and bias respondent’s answers • Can be impersonal • Doesn’t get the full story • Creating surveys takes time • Can take a lot of time to undertake • Can be hard to analyse or compare with others • Can be expensive to administer • Interviewer can bias responses • Perceived anonymity is low
To gain an impression • Able to gather comprehensive of how the programme historical information has gone without the • Doesn’t interrupt participants need to contact • Information already exists as a mentees or mentors consequence of normal day-to-day activities
• Often takes a lot of time to review information • Information can be incomplete • Need to be clear about what you are looking for • Data restricted to what already exists
To gather accurate • Opportunity to view operation of information about how mentoring sessions as they are a programme is actually occurring actually working • Not relying on what people say • Can be an objective measurement • Helps to understand the importance of contextual and environmental factors
• Can be difficult to interpret observed behaviours • Can be expensive and time-consuming both to undertake and analyse • Participants may change behaviour due to being watched
To explore a topic in depth through group discussion (eg asking respondents about their reactions to an experience)
To fully understand or depict participants’ experiences
• Can be an efficient way to get a range of information in a short time period • Useful for exploring ideas and concepts • Can be used to see how participants react to/with each other
• Can be hard to analyse responses • Requires a good facilitator • Can be difficult to schedule 6–8 people together • Participants may feel obliged to say something that does not reflect reality
• Can depict more fully participants’ • Can be quite time-consuming to experience collect, organise and summarise the information • A powerful means to convey a message • Represents depth of information, • Depending on the data, there are a rather than breadth number of different types of case studies that can be developed (eg promotional • Only has true relevance to best practice, process and impact) one context
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Collection
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Data collection is about obtaining useful data, not simply collecting data! It is about establishing a factual basis for making informed decisions – what may have started as ‘I think the problem is...’ becomes ‘The data indicate that the problem is...’. Data collection helps you assess the health of the programme, and it helps if you have some quality standards against which to compare your findings. The following checklist should help you answer the question ‘How do we obtain useful data?’.
Question
Why am I undertaking an evaluation?
What evidence will I collect?
How will I collect data?
When will I collect this evidence?
Who will be responsible for collecting the evidence?
Example
• To satisfy management/ budget holders • To see if aims are being met • To improve the service we offer • To measure outcomes/outputs • To build ownership within mentees and mentors • Mentee and mentor views • Management team views • Changes in knowledge, behaviours, skills of mentee • Success of the induction and training via mentor reflections • Changes to process and programme delivery • Frequency of meetings/activities • • • • • •
Baseline assessment/reflection tools Questionnaires Interviews Observation Document review Focus group
• • • • •
Programme coordinator Administration/business support Mentors Mentees External parties
• • • •
At the start of the programme Quarterly (periodic reviews) At the conclusion of the project Ongoing ad hoc feedback
What Will I Do?
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Demonstrating impact
If your project is to continue, it is important that you are able to demonstrate its impact. You will need to be able to evidence that its outcomes have been achieved and that the participants involved have benefited. This process will involve setting success measures (the criteria against which the effectiveness of your programme can be judged) and assessing against these. Outcomes are the difference a project makes to the lives of those involved, for example: •
changes in attitudes or behaviours
•
achievement of specific qualifications
• • •
development of skills/expertise access to new opportunities
attainment of specific goals/targets.
You should refer back to the planning and programme design stage and consider the initial reasons for implementing the programme. What was the problem your programme was trying to address? What activities did you want to undertake? What outputs did you hope for? Did these lead to the desired outcomes/benefits you hoped the programme would bring about for mentors and mentees? These must have been identified prior to the commencement of the programme to ensure you can collect the right ‘useful information’.
Activities and outputs
If you remember from the planning stage, outputs are the things that mentees and mentors get as a consequence of being involved in the programme – often, tangible things they can get their hands on, such as products and resources, or experiences/ events, such as orientation, training and additional continuous professional development (CPD). These are what you provide in order to bring about the desired outcomes/programme benefits.
Outcomes
Outcomes may be split into those that are short term (ie the immediate effect of the programme), intermediate (ie the positive changes you hope will take place as a result of the service you offer) and long term (ie the lasting significant results of your programme). Demonstrating impact isn’t something that can be rushed or done quickly as changes in behaviour and attitudes often take years to embed. However, in reality, we do not always have years to demonstrate that the work we are doing is having a positive effect and meeting its aims. Therefore, in order to begin to demonstrate the impact of your work, it is good practice to focus your attention on measuring the intermediate outcomes of your programme, with a view to tracking some elements
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of the programme/relationships over a longer period of time. This process will allow you to gather data to evidence that you are meeting the aims and objectives in the shorter term, which will contribute to a measure of impact in the longer term. When assessing your outcomes, it is important to note that not all outcomes will have been planned or expected. You may find that there are a variety of unexpected outcomes. These may provide added value and are evidence of additional benefits of the programme (previously not considered). However, they may include negative elements that will need to be dealt with to avoid their impact on future programme delivery.
Bringing activities, outputs and outcomes together
It is important that you are able to link the activities and outputs with the outcomes as this will help provide evidence that changes in behaviour, knowledge, skills etc are as a consequence of the service you have been providing. Ensure that each output is linked to a specific outcome (ie every activity has a purpose and contributes to the end goal).
Note: While this process may help add weight to the view that it is your programme that has brought about change, a direct cause and effect link is difficult to make.
Success indicators
With clear aims for the project in place, you should be able to identify the indicators of success. Success indicators are the observable characteristics of your programme that demonstrate the achievements of your programme goal/aim. Where output indicators provide evidence of activity, outcome indicators provide evidence that change is occurring. See the examples below: Output
Output: Training event Indicator: Attendance figures Output: Supporting resource Indicator: Usage numbers
Outcome
Outcome: Increased skill level Indicator: More proficient coaching observed Outcome: Improved confidence Indicator: Increased independent activity/decision making
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Outcome
Improved standards of coaching
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Reduced drop-out rate from coaching course Increased independence
Key Indicator
Method of Measurement
Number of learners demonstrating Pre- and post-programme improved coaching skills observation Number of learners attending all course days and completing the assessment Reduction in use of support services
Above, you will find an example approach to considering and measuring programme success using key outcome indicators.
Improvement planning
Improvement planning is about turning the data you have collated and the resulting analysis into positive action for change. This information is invaluable to the improvement planning process. The evaluation data will enable you to not only consider how to improve weaknesses within the programme but also allow you to gain a better appreciation of the capacity of your programme against the needs of mentees. Did you get it right? Are there changes to be made – either in terms of focus (the aim) or size (numbers)?
Registration/attendance list Self-reports and support usage figures
Using your findings, it may be beneficial to run a focus group with a mix of individuals involved in the programme, from management staff and committee members to mentors and mentees. Key discussion topics would include: • Are we achieving the project aims? • Are we meeting the needs of mentees/mentors? • Are we getting the most out of the human resource available to us? • Should the programme and associated activities be adapted? • Are there any skills gaps that need to be address? Refer to the sports coach UK Impact Measuring Toolkit for further information: www.sportscoachuk.org/resource/impactmeasuring-toolkit
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Appendix A
Road Map Planning Clarifying the purpose What do you wish to gain from the implementation of a mentoring programme? How will success be measured on an individual and a programme basis? You are only able to define these once you have set clear aims and objectives specific to your situation. These may be described in terms of improving coaching practice or increasing the coaching skills of a particular target group. It may be that the aims of your mentoring programme will be delivered against a wider coach education and development strategy such as those related to UKCC qualifications. Defining the problem and purpose
The first step in creating your road map is to clearly articulate the problem you are attempting to overcome. In describing the problem, you may identify the reason for its existence.
Example problem A growing number of women coaches lack the confidence and know-how to obtain employment and be self-sufficient due to a lack of practice opportunities in the region. This is the critical first step in any planning process. You must be clear about why a mentoring programme is required and what it will be used for. Therefore, the next step is to outline the intended
aim of the mentoring programme (ie the change you hope to achieve) and the objectives (ie what you need to do in order to achieve the aim). Example aim To improve the quality of coaching within disability sport.
Example objectives • To help coaches within the area take responsibility for their learning. • To support coaches to make links with coaching environments to increase opportunities to practise. • To provide a mentor who coaches can turn to for advice and support. • To provide a signposting service that enables coaches to further develop skills.
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Reflecting on the points outlined on the previous page, try to answer as clearly as possible the following questions:
A
What is the problem your programme will address?
What are the aims of the programme (ie what are the changes you hope to achieve)? What are the specific objectives of the programme? (These should be measurable.)
What does success look like?
Having established the aims and objectives of the project, you should now look to describe the intended outcomes (ie what success would look like). Outcomes express the results your programme intends to achieve; they should be measurable and phrased in terms of change and/or benefits for you, the organisation, the mentee and mentor.
Mentoring is seen to be an important factor in the effectiveness and productivity of an organisation. The net effect of mentees attaining personal and professional goals is often the attainment of organisational goals. Mentors have also been known to gain from the experience, often citing a sense of renewal and rejuvenation in relation to coaching, along with reciprocal learning as a consequence of mentorship interactions. Reflecting on this, what are the desired outcomes associated with your programme? What are the outcomes of the programme (ie the benefits of the programme) for: •
coaches
•
the organisation?
•
mentors
Example outcomes
Outcomes
Changes
Short-term outcomes: What change do you expect Changes in learning: to occur either immediately or in the near future? • Raised awareness (reciprocal learning) • New knowledge (sport, athlete, environment) • Increased skills (improved practice) • Motivation or aspiration (personal growth, satisfaction) • Changed attitude (self-esteem, confidence) Medium-term outcomes: What ongoing change do Changes in action: you want to occur? • Modified behaviour or practice • Changed decisions and/or policies • Changed management strategies Long-term outcome: What conditional change do you hope will occur over time?
Changes in condition: • Sustainable coach learning (community of practice) • Increased stability of coaching • Improved cooperation across coaching groups (unity) • Improved diversity of working environment • Improved participation or opportunity (retention)
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With regard to the scope of the outcome, create some realistic boundaries. Do not identify outcomes beyond your programme’s reach. Possible characteristics to use in narrowing an outcome’s scope include: • geography (people in a county/region) •
sport (multi- or specific)
•
ethnicity or cultural background (minority groups)
• •
age (18–25 rather than adult learners 18+)
other characteristics of the people to be targeted (part-time workers or those in a particular role).
Activities, outputs and resources
The time has come to talk figures! Project targets specify the volume and/or quantity of activities and therefore achievements the programme is expected to deliver. Outputs and activities provide a benchmark against which you can measure and monitor your project’s progress.
Activities
In order to achieve the outcome of your mentoring programme, what activities need to occur, and what ‘things’ need to happen? Activities are the ‘things’ that you provide, such as training, products and support services, with common activities including: • • •
• • • •
awareness-raising events – conferences, think tanks, demonstrations and product trials/pilots
service provision – technical consultancy, research, planning and development, fieldwork (visits to coaches), assessment of circumstances resource development – publications including curriculums, articles, bulletins, fact sheets, handbooks, web pages, guides, models and case studies training and education – organised training events such as short courses, clinics and workshops
engaging advocacy – conducting public focus groups, for example
media work – communications, marketing and promotion (including promotional material) infrastructure building – strengthening governance and management structures, relationships and capacity.
Describing the activities you will undertake allows you to establish links between the investments required (inputs) and the intended impact (outputs) of the programme.
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Outputs
Outputs are the measurable, tangible and direct products or results of programme activities. They help you assess how well you are implementing the programme.
Whenever possible, express outputs in terms of the size and/or scope of services and products delivered or produced by the programme. They frequently include quantities or reflect the existence of something new. Examples of programme outputs include numbers and descriptions of: •
workshops delivered
•
coaches reached through the service
• • • •
workshop attendees
mentoring hours provided partnerships formed focus groups held.
Reflecting on the points outlined above, what are the outputs associated with your programme? What are the activities associated with your programme (ie specific products and activities the programme will deliver)?
What are the targets (ie the volume or quantity of activities and achievements that the programme is expected to achieve)?
Note that these targets reveal little about quality, highlighting only what has been achieved, rather than how well it has been achieved. However, collating data from the various recipients of your mentoring services (participants, coaches, decision makers etc) such as that outlined below will aid this process: •
recipient reflections
•
learning gained from experiences
• •
characteristics or behaviours (before and after) level of satisfaction with the programme.
Resource costs
What resources (both human and tangible) will be required to deliver/undertake the activities associated with your programme?
The scale of the programme and the resources needed (or available) to manage it are major factors to take account of when estimating programme costs. The major costs are often associated with staffing, particularly if you are going to employ a programme coordinator and intending to pay the mentors for their work. You will need to take account of salaries, tax, national insurance and pensions. Even if you are using a volunteer workforce, you will need to consider items such as incentives, expenses and insurance.
A
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Where possible, contact existing schemes to see what their overheads are. This will help you structure and estimate the costs of your programme. Always plan for an overspend, and having a contingency/emergency budget can be good practice. Use the following prompt questions to help you identify the costs associated with your intended project:
A
What workforce (numbers and roles) do you believe you will need to run your programme? What will this cost?
Will you have accommodation (room, furniture, equipment) costs to consider? If so, what are they likely to be?
Do you intend to pay the mentors and/or provide incentives? If so, what are the costs of this likely to be? (How much will you pay and for what type of activity, eg a total figure for the programme or an hourly rate?)
How much contingency do you think you will need (eg 10–20%)?
Are there opportunities to reduce infrastructure costs (eg administration, IT support) by combining this programme with your core role as an organisation?
Budgeting
Use the tables that follow to help you produce an estimate of the costs involved in setting up and running your mentoring programme.
Infrastructure costs Cost Items
Description
Year 1
Wage bill – programme coordinator Wage bill – administration
Wage bill – other staff (eg consultants) Office costs (heating, rent, lighting) Office equipment
Business insurance IT support
Contingency funds
Subtotal:
Estimated Cost Year 2
Year 3
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Programme costs Cost Items
Marketing and publicity
Description
Year 1
Estimated Cost Year 2
Year 3
A
Stationery, telephone and postage Printing
Recruitment costs (advertising, interviewing) Orientation and training – mentor
Orientation and training – mentee Wage bill – mentor(s)
Travel and expenses – mentor Incentives – mentor
Incentives – mentee
Programme evaluation costs
Subtotal:
Total costs Year 1
Total infrastructure costs Total programme costs
Grand total:
Year 2
Year 3
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The project plan template below may be useful for you to record the planning activities you have started.
The project plan Project title
A Aims and objectives What does the project aim to achieve?
Target market Who is involved (coaches and mentors)?
Project description (the problem you are trying to solve) What is the project and what does it involve (outcome)?
Data sources and collection (outputs) What data are you going to collect and how?
Timings and deadlines (activities) This will help you to see what needs to be done and when.
Activity (milestones)
Example: Collate attendance figures at mentee orientation
Event Date
August 2012
Costs and resource implications (inputs) To include any costs (financial and time) that might be incurred as a result of your impact-measurement activities. Reporting How will you present your data (eg quotes, graphs, photos, videos, audio clips)?
Creating a Mentoring Programme for Sport: A Comprehensive Guide This guide has been developed to help you design, set up and implement a mentoring programme suited to the coaching needs of your context (eg governing body of sport, county sports partnership, local coaching network or club environment). It has been developed in collaboration with a variety of professionals and practitioners in the area of mentoring and contains practical guidance to get your programme up and running.
sports coach UK Chelsea Close Off Amberley Road Armley Leeds LS12 4HP
Tel: 0113-274 4802 Fax: 0113-231 9606
Email:
[email protected] www.sportscoachuk.org
